california alternate performance assessment (capa)
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CAPA 2008 1
California AlternatePerformance Assessment
(CAPA)
Presented by
Contra Costa SELPA
with information provided by
California Department of Education
CAPA 2008 2
California Alternate Performance Assessment (CAPA)
• Developed by California Department of Education (CDE) and Educational Testing Services (ETS)
• Component of STAR: – Statewide Testing and Reporting
CAPA 2008 3
Agenda
• What is the CAPA?
• Training
• California Content Standards
• Preparing
• Administering CAPA
• Scoring CAPA
• After-Test Procedures
CAPA 2008 4
Why You Are Here?
• Training in administering the CAPA is required ANNUALLY
CAPA 2008 5
Rationale for Assessment
• Access to the general education curriculum through a subset of state content standards
• Accountability• Provide parents with information about student
progress• Provide teachers with data about student progress• Provide IEP teams with data about student
progress for program consideration
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What is CAPA?
• A performance-based assessment– On-demand-a moment in time– Examiner cues student to perform a task– Observed behavior is scored– Results compare student against self
• Based on a subtest of tasks from California’s standards
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California Content Standards
• Basis of instruction and testing
• 2006 State Board of Education adopted new blueprints for CAPA
• Levels II–V linked to grade level, grades 2–11, of California content standards (federal requirement)
• Level I linked to grades K–1 of California content standards; science includes Grade 2 content standards.
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Intended Population
• For students with disabilities who cannot participate in the CST even with accommodations and modifications
• Small percentage of the special education population with significant cognitive disabilities
• Enrolled in grades 2-11
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PreparingAre Correct Students Selected for
CAPA?
• Significant cognitive disabilities
• Served under IDEA
• IEP team determines if CAPA is applicable and if the student should take Level I
• Eligibility guidelines – CAPA Examiner’s Manual – Appendix A
CAPA 2008 10
The IEP Team…
• Determines the CAPA level for appropriate student participation– Level I for students with most significant
cognitive disabilities in grades 2-11
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The IEP Team…
• Determines the CAPA level for appropriate student participation– Level II Grades 2, 3
– Level III Grades 4, 5
– Level IV Grades 6, 7, 8
– Level V Grades 9, 10, 11
– No out of level testing allowed
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Preparing: Do You Have Correct Qualifications?
• Licensed or certificated
• Experienced working with tested student
• Trained – Live session or DVD
• Signed security affidavit
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Administration of CAPA
• Certificated staff – Knows the student well– Preferably the student’s teacher
• Trained in CAPA
• Signed security affidavit– Follow guidelines
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Preparation
• Training• CAPA Examiner’s Manual
– http://www.startest.org/capa.html (non-secure manual)
• Practice• Manipulatives• Stimulus Cards• Accommodations/Core Adaptations
– http://www.cde.ca.gov/ta/tg/sr/coreadaptations.asp
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Preparing Materials
• Gather manipulatives• Cut stimulus cards and have them available
in correct order• Have an answer document for every student• If no Pre-ID, demographics should be hand-
marked• Cue/directions
– Must be read exactly as printed
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Follow Test Schedule
• Plan for classroom coverage if needed
• Allow enough time for testing and second rater observation
• Work testing into daily activities
• Review the test manual as early as possible
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Item and Time Chartbased on information from 2007 CAPA
Content Area Items Time
English-Language Arts
12 45 minutes
Mathematics 12 45 minutes
ScienceLevel I, III, IV, V
Grades 5, 8, 11
12 45 minutes
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CAPA Test Security
• Examiner’s manual includes test items
• Examiner’s receive test materials at least one week prior to testing period
• Store in locked cabinet when not in use for preparation or test administration
• Not secure: manipulatives, stimulus cards
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How to Give CAPA
• Task Preparation– Setting up the task
• Cue/Direction– See BOLD– Use exact wording
• Scoring Rubric
CAPA 2008 20
Cue/Directions Levels II–V
• Cue/direction– Wait minimum 5 seconds for verbal response;
Wait minimum 7 seconds for physical response– If student responds (correct or not), STOP.
If the student does not respond
• Repeat cue/direction– Wait minimum 5 seconds for verbal response;
Wait minimum 7 seconds for physical response STOP
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What Can Examiner Say?
• Can Say– Student Name– Encouragement
• Can’t Say– That’s right– That’s wrong
CAPA 2008 22
Scoring: Rubrics
• Scoring points
• Levels II–V: Based on number of correct responses– Score 1–4 – Red-line score of 5 on answer document
CAPA 2008 23
Scoring Rubrics
Level II-V4. Completes task with 100% accuracy
3. Partially completes task (see scoring criteria)
2. Minimally completes task (see scoring criteria)
1. Attempts task
NR No response
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Scoring:Purpose of Double-Raters
• Increase objectivity
• Data used to document inter-rater reliability
• Provide credibility/confidence to scores
CAPA 2008 25
Double Rating• Choose students randomly at each site
– 10% per CAPA level per site– At least 1 student per site at each level tested– Selected students should be double rated in
all content areas tested
• Observe at same time as examiner scores
• Observers must score independently of examiner
• Observer must be certified and trained
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Observers must mark sections
1 - Name, etc.3 - Date of Birth5 - Name6 - Gender7a - CAPA Level7b - Grade11 - Student ID12 - SSID
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Practice CAPALevel V
Using the video clip, Danny, science–Plan a practice session on scoring–Give directions for the practice to a partner–Give feedback to how the partner scored Danny
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After-test Procedures
• Complete Sections A2 and A4 if appropriate• Section A2 – Special Conditions
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Questions???????
CAPA 2008 30
Website Resources
CDE Website:http://www.cde.ca.gov/spbranch/sed/capa/index.htm
ETS Website:
http://www.startest.org/capa.html
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